Making it Count: Designing a Seminar Course for Transfer and Military Students

Making it Count: Designing a Seminar Course for Transfer

and Military Students

Jenny Adams and Reed T. CurtisUniversity of North Carolina Wilmington

21st National Conference on Students in Transition

Denver, ColoradoOctober 19th, 2014

Presentation Overview

I. Introduction of UNI 201II. Needs and ConcernsIII.Evolution of UNI 201IV.Course Structure and

Curriculum Development V. What We LearnedVI.Advocating for a Transfer

SeminarVII.Discussion

UNI 201: Transfer Seminar» First offered Fall 2010 – 2 sections» Goal was to provide a level of support for

transfer students» Originally was 2-credit hour elective

reserved for transfer students» 25 students/section» Very few differences from UNI 101: First-

Year Seminar

Needs and Concerns

Students

Faculty

Staff

Successful Academic Transition

Needs and Concerns

Staff

Successful Academic Transition

Faculty

Successful Academic Transition

• Lack of awareness of and utilization of campus services

• Unprepared regarding policies and processes

• Lack of knowledge and research about majors, minors, and graduation requirements

• Underprepared for upper level academic courses

• Lack of skills for academic success and progression

• Lack of professional etiquette and communication skills

Needs and Concerns

Students

Successful Academic Transition

• Unrealistic expectations / Transfer Shock• Curricular

• “The major requires calculus?”• “Why didn’t my biology count

here?• “When can I graduate?”

• Financial • “How can I avoid tuition

surcharge?”• “My GI Bill only goes so far.”

• Emotional• “I’m overwhelmed, I thought I

could work full time and be a full-time student.”

• Academic• “I’m not used to these large class

sizes and these tests are nothing like I have ever seen before.

• Challenged to meet complex university requirements

• Pressure to graduate “on time”• Lack of appeal for 2-credit elective

• Feel they already have “too many electives”

Evolution of UNI 201

2-credit elective course very similar to UNI 101: First-Year Seminar

Evaluated course and adapted learning outcomes to focus on transfer student needs

3-credit hour course meeting graduation requirements, enhanced course projects to meet competencies, and embedded peer mentor program

2010-2011

2012-2013

2014

2010 2011 2012 2013 20140

50

100

150

Fall UNI 201 Enrollment

Current Course Structure

• 3-credit hour course that meets Writing Intensive and Information Literacy graduation requirements

• Available to first-semester transfer students (including military transfers)

• Face-to-face sections including one once-a-week evening option

• Taught by academic advisors and staff from student support offices

• Common course components, presentations, and projects

• Common textbook and instructor choice of a supplemental text

• Peer mentor in each section • Instructor resources and support provided

Student Learning Outcomes

1. Students will demonstrate an understanding of and participate in the powerful learning experience of higher education at UNCW.

2. Students will evaluate their transition into, anticipate their path through, and plan for their career after UNCW.

3. Students will understand and illustrate information literacy.

4. Students will strengthen writing skills by creating a research and reflection-based Transition Portfolio which includes an incremental draft process

5. Students will demonstrate self-knowledge and appreciate the value of human differences.

6. Students will demonstrate and understand dimensions of health and wealth.

Curriculum Development

• Comprehensive portfolio assignment – Transfer Portfolio• Transitions• Major Research

• Faculty interview• Required use of writing center

• Academic Plan• Career Plan

• Résumé and cover letter• Common Assignments

• Journals• Events and reflections

• Including one student organization meeting• Library Research Assignment

• Common Presentations• W-Curve and Adult Transition Theory• Career Center• Library (Information Literacy)• Office of the Dean of Students (Code of Conduct)• Writing Center (Writing Intensive)• Myers-Briggs Type Indicator (MBTI)• Academic Advising/Planning

Student Outcomes• 409 students in course as of Fall 2014

• Fall 2013 end of course survey (n=70) results: • 92.86% indicated that the portfolio improved their

ability to effectively research majors and careers• 91.55% reported increase confidence about

communicating with and building relationships with faculty and staff

• 84.06% reported having a smoother transition to UNCW because they took the course

• 85.71% were glad they took the course

• 100% (n=17) of spring 2014 UNI 201 students reported:• improved understanding of the academic

requirements needed for graduation• increased knowledge about campus organizations

and how to join them• building relationships with other transfer students • increased confidence about communicating

directly with UNCW faculty and staff

Student OutcomesLevel of importance of course topics to UNI 201

students (n=77)Very important

Not very important

Student Outcomes

"I believe UNI 201 is a vital course for transfer students of any kind. It is/was a very beneficial class and I have no regrets about taking this class. I'll actually miss this class." "The major research project helped me see a path I can take towards graduation. It helped me get acclimated to the advising process." "I really like how [the class] touched on a large variety of topics that are very useful to transfer students that I might not have known about or utilized had I not taken this course." "What I really liked about the course was getting to meet transfer students like myself and get to connect with them and building bonds that I probably wouldn't have, if it wasn't for this class.“

"I have been impressed with the caliber of the transfer students and their dedication to do well here at UNCW. The transfer project I know helps them to establish connections and smooth out that transition for them.” Business faculty

What We Learned• There is a demand• Many faculty are supportive• Increased awareness of transfer

student needs• Structure of a course leads to student

follow-through and utilization of services

• Leadership development vehicle for transfers

• Value of peer involvement• Need to provide incentive for taking

course• Inclusive classroom for transfers

including military students• Students build community in this

course• Who teaches this course is important

Advocating for a Transfer Seminar

• Identify stakeholders at your institution for buy-in. • Spend time determining needs of staff, faculty, and

students. • Build a coalition/team of individuals from across

campus divisions (academic affairs and student affairs).

• Ground arguments for increased transfer support in theory and research.

• Connect arguments to already established institutional priorities such as first-year seminar and first-year experience programs.

• Explain in terms of added appreciation for and support of diverse populations and equity.

• Use the power of the student voice. • Evaluate policies at your institution and brainstorm

ways to make them more transfer-friendly. • Build awareness of policies that impact transfer

students.• Start small.

• Work with campus partners to develop workshops.

• 1, 2, 3 credit hours? Even if it is an elective it is important.